2018-11-19T22:05:32ZRe-Storying the Narratives of Sociocultural Adaptation by Chinese International Graduate Students Attending Three Midwestern Catholic Universitieshttp://hdl.handle.net/10969/1309
Re-Storying the Narratives of Sociocultural Adaptation by Chinese International Graduate Students Attending Three Midwestern Catholic Universities
Noka, Ira
This study investigates the lived experiences of Chinese graduate international students studying in three Midwestern Catholic universities through the use of a narrative analysis. Narrative analysis gives participants the ability to share their stories in their own voices. The researcher utilized audio recording as well as Atlas.ti, in order to identify themes that could be used to answer the research questions. The researchers’ findings indicate that the interviewed graduate Chinese international students show the students’ appreciation of freedom of choice, freedom of expression and the American Dream. The research revealed strong familial connection, their respect for their parents, and their respect for their American professors. This research provides additional insights into meeting the needs of international graduate students from China.
2018-09-01T00:00:00ZThe Relationship between Emotional Intelligence and Career Intentions of First-Year College Students at Historically Black Institutions in the Southeasthttp://hdl.handle.net/10969/1308
The Relationship between Emotional Intelligence and Career Intentions of First-Year College Students at Historically Black Institutions in the Southeast
Walters, Tanaya M.
With the new era of the workforce dawning, employers emphasize the need for educators to educate young people about the skills and knowledge employers are looking for in the 21st century. In fact, 88% of employers indicated the importance of colleges and universities ensuring all students are prepared (Hart Associates, 2015). In terms of the broad range of knowledge and skills, employers place great value on candidates who demonstrate proficiency in written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings (Hart Associates, 2015). According to the Hart Associates (2015), Hay Group (2014) & the International Youth Foundation (2013), employers indicated the need for college graduates to possess a broad range of knowledge and skills to achieve long-term career success. One way to address this gap is through social-emotional intelligence. Emotional intelligence conceptualized in 1990 by psychologists Mayer and Salovey and later popularized by Daniel Goleman in 1995 in his book Emotional Intelligence: Why It Can Matter More Than IQ. Mayer and Salovey (1990) suggested emotional intelligence is the capacity to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and intellectual growth. Goleman’s (2006) later work re-examined the social component of emotional intelligence. Thus, Goleman (2006) postulated social intelligence offered a fresh outlook to human aptitude and human interaction in relationships. The purpose of this study is to examine the relationship between emotional intelligence and career intentions of first-year college students at Historically Black Institutions, often referred to as Historically Black Colleges and Universities (HBCU’s). The study will aim to address the following question: What is the relationship between emotional intelligence and career intentions of first-year college students? Information extracted from this study will aim to build on existing emotional intelligence research, as well as, aim to offer new insights into practices that would aid career counselors in their work and inform curriculum design for introduction courses for first-year college students at higher education institutions across the academy.
2018-04-01T00:00:00ZBenevolent Leadership and Upward Spirals of Positive Change: A Mixed Methods Studyhttp://hdl.handle.net/10969/1307
Benevolent Leadership and Upward Spirals of Positive Change: A Mixed Methods Study
Sayer, Nancy E.
This study explores more deeply the model of benevolent leadership developed by Karakas and Sarigollu (2012). The model integrates four paradigms—morality, spirituality, positivity, and community—to create a higher-order construct. This paper extends Karakas and Sarigollu’s (2012) model by testing it in the U.S. for-profit sector and including other-raters into the process. A convergent parallel mixed methods research design was implemented to first measure benevolent leadership using the Benevolent Leadership Scale (BLS) with 41 leaders and 131 direct reports. Quantitative results revealed that leaders and direct reports showed little difference in the scores on the BLS; however, significant differences existed between leaders scoring high on the BLS compared to leaders scoring low. Further results demonstrated a strong significant relationship between the overall BLS score and perceived organizational performance. This study also examined the relationship between individualism and competitiveness, two highly held values in U.S. culture, and benevolence. The qualitative phase of the study extended the research by interviewing both leaders and direct reports to hear firsthand how one practices benevolent leadership in the workplace and how it is experienced by direct reports. Twenty-six leaders and 38 of their direct reports participated in one-on-one, hour- long interviews sharing stories and experiences of benevolent leadership as demonstrated by the leaders. The data revealed five aggregate themes and 25 sub- themes depicting behaviors and practices of leaders scoring high on benevolent leadership. Significant findings emerged from the data revealing that leaders scoring high on benevolent leadership create upward spiral dynamics of flourishing. The concepts of virtue-based practices and ego development are also demonstrated in the stories. The discussion ends with an example of the integrated practice of benevolent leadership demonstrated by a leader who scored high on the BLS. Limitations of the study and implications for future research and practice conclude the paper.
2018-06-01T00:00:00ZEffectiveness of Academic Coaching and Early Intervention on Underserved Online Learner Populations at a Private, Not-For-Profit, Midwestern University: A Mixed Methods Studyhttp://hdl.handle.net/10969/1306
Effectiveness of Academic Coaching and Early Intervention on Underserved Online Learner Populations at a Private, Not-For-Profit, Midwestern University: A Mixed Methods Study
Scott, Anne N.
Online degrees are a relatively new modality in higher education with regard to delivery models over time; as such, numerous institutions are still struggling to develop the best methods for supporting online learners. The advent of online learning and its convenient and flexible delivery model brought a considerable increase in access to higher education for the adult student population, which is at great risk for attrition due to external factors. The availability of online degree programs further expanded access for previously underserved populations, such as African Americans, Hispanics, and women.
Numerous institutions have experienced a considerable change in the demographics of their student populations once they have either implemented or augmented their online degree program offerings. When institutions experience a significant shift in the demographics of their student populations, support of those students is imperative if they are to ensure online learner persistence.
Along with the convenience and flexibility of the online model come additional challenges for institutions that offer online degree programs. The very nature of the online degree program, the asynchronous model, lends itself to student isolation and at times, a feeling of being unsupported. Using a mixed methods approach, this study explored the effectiveness of the use of academic coaches and early intervention work on student course completion and persistence in online undergraduate degree programs at a private, not-for-profit university.
2017-12-01T00:00:00Z